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2021-2022 Prefect Board Introduced - - - Times
Westminster School Simsbury, CT 06070 www.westminster-school.org Saturday, May 8, 2021 Vol. 110 No. 8 2021-2022 Prefect Board Introduced COMPILED BY ALEYNA BAKI ‘21, MATTHEW PARK ‘21 & HUDSON STEDMAN ‘21 CO-EDITORS-IN-CHIEF, 2020-2021 Head Prefect Junior Prefect Cooper Kistler is a boarder from Bella Tawney is a day student Tiburon, CA. He is a member of John Hay, from Simsbury, CT. She is a member of Black & Gold, First Boys’ Basketball, and John Hay, Black & Gold, the SAC Board, a Captain of First Boys’ lacrosse. As the new Captain of First Girls’ Basketball and First Head Prefect, Cooper aims to be the voice Girls’ Cross Country, as well as a Horizons of everyone in the community to cultivate a volunteer, the Co-President of AWARE, and culture of growth by celebrating the diver- a HOTH board member. In her final year sity of perspectives in the community. on the Hill, she is determined to create an In his own words: “I want to be the environment, where each and every member middleman between the Students and the of the school community feels accepted. Administration. I want to share the new In her own words: “The past year has perspective that we have all established dur- posed a number of difficulties, and it is ing the pandemic, and use it for the better. hard to adapt, but we should take this as an I want to UNITE the NEW school com- opportunity to teach our community and munity." continue to make it our Westminster." Priscilla Ameyaw is a Sung Min Cho is a Margot Douglass is a boarder from Ghana. -
Formal Hall – What You Need to Know
Formal Hall – what you need to know Introduction Formal Hall is held on Tuesdays, and on Fridays in Full informing them of the customs and procedures (see Term. By definition, Formal Halls are formal dinners below), guiding them through the evening, and often used for the entertainment of College guests. As introducing them to the President or Presiding Fellow such they are governed by certain guidelines, customs should the occasion present itself. Members are and rules set out to ensure all College members enjoy therefore not permitted to ask others to book guests the occasion. Failure to observe these guidelines, into Formal Hall on their behalf. customs and rules may result in the individual(s) being The minimum age to attend a formal dinner is 18. asked to leave the dinner. Alcohol may not be brought Younger children may use the cafeteria service when into Formal Hall. accompanied by a College member. Booking and Special Diets Sitting together as a group Members must book by 12 noon the day before, online The definition of a group is 10 or more wishing to sit at www.formalhall.wolfson.cam.ac.uk. together. No single group can exceed 25. Special diets must be notified online at the time of The organiser of any group of 10 or more must seek booking and care taken to ensure the details are the permission of the Domestic Bursar (Mr. Alan Fuller, correct. All diners who have booked a special dietary [email protected]) at least one requirement must make themselves available to the week beforehand; and they must also seek permission Butler prior to dining (before 7.20pm) to obtain their if they wish to increase the number in the group, ‘Special Dietary Requirement’ dining slip. -
Sewanee | the University of the South 3
COLLEGE OF ARTS & SCIENCES SCHOOL OF LETTERS CATALOG AND POLICIES 2018 Information contained in this catalog is current as of the date of publication. Table of Contents School of Letters .................................................................................................................................................. 2 The University ..................................................................................................................................................... 3 Purpose ......................................................................................................................................................... 3 About the University ......................................................................................................................................... 3 Accreditations and Approvals .............................................................................................................................. 6 Administration (University) ................................................................................................................................ 6 About the School of Letters ..................................................................................................................................... 7 General Information ......................................................................................................................................... 7 Academic Calendar ..................................................................................................................................... -
Beemok Dean Profile College of Charleston School of Education
Beemok Dean Profile College of Charleston School of Education 1 | COLLEGE OF CHARLESTON May 2021 THE OPPORTUNITY The College of Charleston cordially invites nominations and applications for the position of Beemok Dean of the School of Education. The dean Twill collaborate with the provost, faculty and others in developing and implementing the School of Education’s strategic plan to achieve institutional goals and objectives; will serve as a key strategic partner in enhancing the profile and prominence of the School; and will oversee the staffing and operation of all units within the School to ensure its effectiveness and efficiency. The College of Charleston, founded in 1770, is the oldest university south of Virginia and the 13th oldest in the United States. The College is a public liberal arts and sciences university overseen by a 20-member Board of Trustees, which delegates the administration of the campus to the president. A state-supported institution, which joined South Carolina’s public university system in 1970, the College of Charleston provides a world-class education in the arts, humanities, sciences, languages, education and business, retaining a strong liberal arts and sciences interdisciplinary undergraduate curriculum. The College is organized into several schools: the School of the Arts; the School of Business; the School of Education, Health, and Human Performance; the School of Humanities and Social Sciences; the School of Languages, Cultures, and World Affairs; the School of Sciences and Mathematics; the Honors College; and the Graduate School (also known as the University of Charleston, S.C.). In fall 2020, the College admitted students to a newly established systems engineering program – another example of the College striving to meet the growing educational demands of the state, region and country. -
SENIOR MANAGEMENT CHART As at September 2021
SENIOR MANAGEMENT CHART as at September 2021 Mr Damien Farrell Professor Abid Khan Vice-President Deputy Vice-Chancellor Professor Margaret Gardner (Advancement) (Global Engagement) & President & Vice-Chancellor Vice-President Ms Emily Spencer Chief of Staff & Executive Director, Dr Cecilia Hewlett* Office of the Vice-Chancellor Pro Vice-Chancellor (Prato Centre & Global Network Development) Professor Professor Professor Professor Ken Sloan Mr Peter Marshall Mr Leigh Petschel Rebekah Brown Sharon Pickering Susan Elliott Deputy Vice-Chancellor Chief Operating Officer Chief Financial Officer Deputy Vice-Chancellor Deputy Vice-Chancellor Provost & & Senior Vice-President & Senior Vice-President (Research) & (Education) & Senior Senior Vice-President & Senior Vice-President Senior Vice-President Vice-President Ms Renaye Peters Mr George Ou Professor Vice-President Professor Mike Ryan Professor Jacinta Elston Mrs Sarah Newton Executive Director, Matthew Gillespie Pro Vice-Chancellor Pro Vice-Chancellor Pro Vice-Chancellor (Campus Infrastructure Financial Resources Vice-Provost (Research) (Indigenous) (Enterprise) & Services) Management (Academic Affairs) Mr Bradley Williamson Professor Kris Ryan Professor Xinhua Wu Vacant Mr Bob Gerrity Executive Director, Executive Director, Pro Vice-Chancellor Pro Vice-Chancellor University Librarian Buildings & Property Corporate Finance (Academic) (Precinct Partnerships) Mr Vladimir Prpich Mr Donald Speagle Executive Director, Executive Director, Campus Community Faculty Deans International Campuses Group -
Start-Up Company Networking Event 31St March 2021 (Wednesday) 1800 – 2000 Online (MS Teams)
Start-up company networking event 31st March 2021 (Wednesday) 1800 – 2000 Online (MS Teams) IChemE start-up company networking event Aims: Event details: • Build a community of chem-eng- • Anticipated participants: related start-ups for sharing • 13 start-ups information and experience • 1 government grant expert • ~20 IChemE members (spectators) • Inspire students/researchers about the application of chem eng knowledge and possible career paths Schedule • 1800 – 1830: Introduction by start-up representatives • 3 min each (10 start-ups: CMCL Innovations / Manchester Biogel / Octeract / Carbon Sink LLC / Accelerated Materials / Dye Recycle / Olwg / Nanomox / Solveteq / Greenr) • 1830 – 1910: Talks by Professor Nigel Brandon, Mr Phil Caldwell & Dr David Hodgson • 10 min each --- > start-up journey + key learning points • 10 min Q & A for all three speakers • 1910 – 1930: Talk by Dr Mat Westergreen-Thorne • 10 min --- > application of government grants • 10 min Q & A • 1930 – 2000: Panel discussions • Topics: • Personal development for start-up founders with technical background • Early-stage development: common mistakes, major milestones, resources available • Website: https://www.rfcpower.com/ Prof. Nigel Brandon (Director & co-founder) • Founded: 2017 • Product: Novel hydrogen-manganese reversible fuel • https://www.imperial.ac.uk/people/n.brandon cell for grid scale energy storage. • Email: [email protected] • RFC Power specializes in developing novel flow • Dean of the Faculty of Engineering and Chair in battery chemistries for energy storage systems. The Sustainable Development in Energy, Imperial College company was spun out from Imperial College’s London. Departments of Earth Science & Engineering and Chemistry in 2017, underpinned by a number of • BSc(Eng) in Minerals Technology and PhD in scientific breakthroughs and patents from the labs of electrochemical engineering from Imperial College Nigel Brandon, Anthony Kucernak, Javier Rubio Garcia London, followed by a 14 year research career in and Vladimir Yufit over the prior 8 years. -
Department of Tutorial Classes, Sydney University, 1919 to 1963 Darryl Dymock and Ann Kelly Griffith University
24 Meeting diverse expectations Meeting diverse expectations: Department of Tutorial Classes, Sydney University, 1919 to 1963 Darryl Dymock and Ann Kelly Griffith University The University of Sydney has offered some form of organised adult education since the late 19th century. In 1914, that provision was formalised through the establishment of a Department of Tutorial Classes, the appointment of a Director, and a partnership with the Workers’ Educational Association (WEA). Right from that time, however, there was ambivalence and sometimes direct opposition to the role and sometimes to the existence of the department. As a result, successive directors of the department had to tread for extending the academy into the adult community, while also satisfying the demands of the WEA. This paper reviews the period of three directorships of the Department of Tutorial Classes, between 1919 and 1963, and argues that the liberal adult education approach adopted by the university from its earliest days was sustained over those 45 years mainly because ongoing disagreement within the university about the purpose of the department and the status of the director, as well as continuing external pressure from the WEA, ensured that the status quo prevailed, even when there were innovative adult education developments elsewhere, and opportunities for change presented themselves. Darryl Dymock and Ann Kelly 25 Introduction University adult education was introduced into Australia more than a century ago as a means of extending the knowledge and expertise of the academy to the general public, through means other than formal tertiary courses. All the sandstone universities and others such as adult education programs. -
The Huamei Academy at Dalian American International School Dalian, Liaoning Province, China
SCHOOL PROFILES The Huamei Academy at Dalian American International School Dalian, Liaoning Province, China ABOUT THE HUAMEI ACADEMY In 2010, Dalian American International School launched an exciting new high school division: the Huamei Academy, which serves Chinese national students Grades 9-12 on the same campus in a boarding environment. Huamei Academy students are committed to seeking their tertiary education abroad and experience a broad range of academic subjects and co-curricular activities delivered by a staff of international educators. MISSION The Huamei Academy at Dalian American International School provides challenging, collaborative and responsive experiences that engage learners in developing intellect, character, and health. At the Huamei Academy, every learner achieves personal excellence and contributes to the global community. 2018-2019 HUAMEI ACADEMY BY THE NUMBERS Student Enrollment: 285 | Number of Seniors: 58 | Student to Faculty: 8:1 | Faculty: 54 ACCREDITATION AND ACADEMIC PROGRAMS Huamei is fully accredited through the Western Association of Schools and Colleges (WASC) and offers a US and International College Preparatory Curriculum. The school is committed to providing a positive and nurturing environment that promotes learning and discovery. FACULTY The Huamei Academy staff is made of experienced teachers hailing from 8 differet countries, including the US, Canada, China, England, and more. All faculty members hold a bachelor degree, and nearly 60% of the faculty have a master’s degree or higher. CAMPUS AND FACILITIES The Huamei Academy is housed in a purpose-built facility that provides over 8,000 sq. meters of learning space. In addition to spacious, well-resourced classrooms, the school has a secondary science lab, elementary science lab, computer lab, library/media center, dance studio, and large indoor spaces for active play during inclement weather. -
View Laura Spector's CV
LAURA SPECTOR [email protected] 512.999.5305 SpectorStudio.wordpress.com SUMMARY OF QUALIFICATIONS A diverse professional background in arts education and humanities: professional artist, teacher, event organizer, publicist, curator, community leader, and collaboration expert. AWARDS AND HONORS TEDx DoiSuthep Speaker, Art of Collaboration. Chiang Mai, Thailand. 2011 Sovereign Asian Art Award, Shortlist. Sotheby’s/Hong Kong. 2008 Sovereign Asian Art Award, Shortlist. Sotheby’s/Hong Kong. 2006 The New York Foundation for the Arts, Fellowship. NYC. 2000 The New York Foundation for the Arts, Fiscal Sponsorship. NYC. 1999 The Elephant Trust Award. Visual Art and Photography. London. 1998 EDUCATION AND HUMANITIES PANALIST HOUSTON ARTS ALLIANCE, HOUSTON, TX 2013 Panelist for individual art grants ARTIST-IN-RESIDENCY 2012 DALLAS INTERNATIONAL SCHOOL, DALLAS, TX Lecture and two-day art workshop based on Museum Anatomy for high school students. ARTIST-IN-RESIDENCY 2011 SOVEREIGN ART FOUNDATION, artHK11 ART FAIR. Two-day art workshop based on Museum Anatomy for high school students from Discovery College and West Island School in Hong Kong. FOUNDER/CO-DIRECTOR, PAINTING INSTRUCTOR 2004-2011 ARTSPACE CHIANG MAI, THAILAND Summary: Co-produced and managed publicity for performance events and art exhibitions. Organized motivational workshops and exhibitions with students and teachers from Prem Tinsulanonda International School, Chiang Mai International School, Nakorn Payap International School and Lanna International School. Also: painting and drawing instructor for children and adults. Behind the Door (2011). Art exhibition featuring artwork by students from PTIS International School, American Pacific International School, Chiang Mai International School, Lanna International School and Nakorn Payap International School Students. Through The Keyhole (2010). -
GPS Rajkot Brochure Artwork
WHERE THE WORLD IS A PLAY GROUND *In private school segment THE WORLD OF GEMS EDUCATION At GEMS Education we are educators first, driven by a singular purpose - to provide quality education within the reach of every child. We are World’s largest K-12 School Education Provider with more than 55 years of experience in the education sector. From a single school founded 55 years ago we now operate in 176 countries and are driven by the passion of over 20,000 teachers educating more than 1,90,000 children. We are the pioneers of education and what truly matters to us above all is how our students feel when they walk through our doors. Switzerland Uganda Singapore Egypt France Malaysia KSA UK USA UAE India Qatar Kenya Countries: Operations / Active Projects MAKING A DIFFERENCE TO 2,70,000 STUDENTS AND FAMILIES We provide a unique opportunity to collaborate, engage and interact with GEMS students around the world. More than 2,70,000 students have access to resources through our services division. It helps prepare your child to work alongside people from different cultures right from an early age. We now own, operate and manage over 250 schools across 176 countries. A NETWORK OF OVER 20,000 TEACHERS AROUND THE WORLD As a global team of educators, our teachers draw from each other’s experiences and resources to provide excellent learning opportunities for your child. } World's largest employer of British & Indian teachers } 20,000 teachers from over 115 countries GLOBAL ACCEPTANCE IN OVER 1050 UNIVERSITIES ACROSS 53 COUNTRIES These include all 8 Ivy League universities in the US and all 24 Russell Group Universities & Colleges in the UK. -
Postcolonial Emotionalism in Shaping Education: an Analysis Of
The International Education Journal: Comparative Perspectives Vol 15, No 1, 2016, pp. 66-83 http://openjournals.library.usyd.edu.au/index.php/IEJ/index Postcolonial emotionalism in shaping education: An analysis of international school choice in Sri Lanka Virandi Wettewa The University of Sydney: [email protected] This research explores the proliferation of a newer kind of independent ‘international’ schools that has grown in popularity in an otherwise proscribed private education system. These schools provide both foreign and local curriculums in the English medium for a majority of local students. By welcoming students from all ethnic and religious backgrounds, international schools facilitate an agency for multiculturalism. However, the double-edged sword of business and education means that these schools are restricted to a minority that can afford the high fees. In this paper, it is argued that English continues to be perceived as a reminder of colonial rule, a driver of social stratification and a destroyer of tradition contrary to a global language that is omnipresent in contemporary society. The study attempts to outline the reasons behind international school popularity and unpack some of the anxieties that this education system has given rise to in recent times. It looks at the government concerns as well as various stakeholder consternations of providing a ‘global education for local students’ via a mixed method research conducted in four contrasting case studies. This paper contributes to the debates on private school choice and cultural capital; the verdict being that English proficiency and foreign credentials allow for a competitive edge in neo-liberal times yet grounding oneself in the local culture is of paramount importance if education is to be truly international. -
Dean, College of Humanities and Social Sciences
________________________________________________________________ Position Specification Dean, College of Humanities and Social Sciences This Position Specification is intended to provide information about Montclair State University and the position of Dean, College of Humanities and Social Sciences. It is designed to assist qualified individuals in assessing their interest in this position. ________________________________________________________________ DIVISION OF HUMAN RESOURCES 150 Clove Road | Little Falls, NJ 07024 | 973-655-5293 The Opportunity The second largest university in New Jersey, Montclair State University is a nationally ranked Carnegie Research III Institution and ranked with the top 100 National Public Institutions of Higher Education by U.S. News and World Report. Montclair State is designated by New Jersey as one of four public research institutions. With over 21,000 students, the University is poised to enter its next period of transformative development, and is seeking a Dean to lead the College of Humanities and Social Sciences (CHSS), one of the largest of the University’s eleven colleges and schools. The CHSS Dean is a key member of the University’s academic leadership team, expected to have a transformative role in shaping the future of Montclair State University. The College enrolls currently approximately 5,000 majors, 1,000 minors, and 700 graduate students in twenty-two undergraduate degree programs, eleven master’s degree programs, and two doctoral programs in Audiology and Clinical Psychology. An interdisciplinary,